How Can Tool Kits Effectively Support Anti–Sexual Violence Workshop Facilitators? An Interview Study

• In Event: 45.058 - Studying the Use of Arts-Based Tool Kits in Anti-Oppression Training to Address Campus-Based Sexual Violence

Abstract

Objectives: This paper explores how facilitators practice survivor-centeredness, anti-oppression, and trauma-informed practice when leading arts-based anti-sexual violence workshops. We discuss the key principles of these concepts, and their application in sexual violence prevention, education, and response. Drawing from the literature as well as facilitators’ experiences, best practices and recommendations, our study shares key facilitation guidelines that will be included in our arts-based toolkit.
Theoretical Framework: We draw upon three instrumental lenses that guide anti-sexual violence work: survivor-centeredness, anti-oppression, and a trauma-informed approach. A survivor-centered approach aims “to create a supportive environment in which the survivor’s rights are respected and in which [they are] treated with dignity and respect” (UN women, n.d.), whereas a trauma-informed approach means facilitators understand the repercussions of sexual violence and treat survivors with compassion (Klinik Community Health Centre, 2013). An anti-oppression model to facilitation further requires that facilitators recognize and address how power and privilege affects theirs and their participants’ experiences. While toolkits often cite these lenses as models for facilitation, there remains a gap in research on the ways that facilitators working with arts-based methodologies in anti-sexual violence workshops apply these concepts successfully, and where toolkits can more effectively support this work.
Methods/Data Sources: Following an extensive literature review on the aforementioned concepts, we conducted an interview study with student and staff facilitators who have been involved in arts-based, anti-sexual violence workshops at a Montreal University. Each participant had consulted in the development of the toolkit or followed our toolkit when facilitating a workshop. The following questions guided this study: 1) How did they apply and defend the principles of survivor-centeredness, anti-oppression and trauma-informed practice in their work? ; 2) What difficulties and barriers did these facilitators face, and how do they overcome challenges that arise? We then conducted a follow-up focus group with participants and researchers to investigate identified themes, and to develop relevant guidelines for our toolkit.
Findings: The interviews highlighted what survivor-centeredness, anti-oppression and trauma-informed frameworks look like in practice. Facilitators must create safe spaces where dialogue between participants can take place without fear of judgement, yet this is challenging endeavour when disagreements/debates arise in workshops or when exploring topics through the arts. Helpful strategies to effectively build and maintain safe spaces include clear guidelines at the beginnings of the workshop and other human resources (co-facilitators, support persons). In workshops where participants often share their stories and emotions surface regularly, facilitators must practice active listening. Anti-sexual violence work also requires emotional labor. Toolkits should include guidelines for facilitators that reach beyond activity or discussion instructions, and delve into the emotional complexity of this type of work.
Significance: This study contributes to scholarship that argues that survivor-centeredness, anti-oppression and trauma-informed frameworks are essential to anti-sexual violence work. The research contributes new perspective on how facilitators apply these concepts and the challenges they encounter in the process. Beyond providing valuable insight into facilitators’ experiences, this paper also offers relevant guidelines for facilitation that educators can use in their own toolkits and practice.

Author

• Chloe Krystyna Garcia, McGill University